The purpose of the study was to reveal the theoretical foundations of the implementation of a creative approach to education as a means of forming and developing the creative personality of the future doctor. The use of a creative approach to education helps to reveal the individual characteristics and creative abilities of each subject of the educational process, and the collective educational activity is enriched with knowledge and experience, which allows to activate the human resource as effectively as possible. A creative approach to learning helps an individual to acquire important professional qualities: the ability to adapt to changes, solve problems and learn throughout life. The signs of creativity include: the ability to formulate a problem; understanding and acceptance of new views and opinions, going beyond the traditional limits, originality (rejection of stereotypes in thinking and actions). The characteristic feature of creativity is the introduction of the latest pedagogical approaches into the educational process, teachers’ interpretation of facts, concepts and phenomena interesting for the student, the use of active learning methods, the development of the ability to analyze material, draw conclusions and express one's own opinion. The teacher's creativity consists of the active use of innovative teaching methods, the desire to be informed of educational trends, respect the opinion of students and support their ideas. In the process of training, the teacher offers students solutions to problematic professional tasks and helps them, encourages them to be creative. Students must realize the role of creativity in their future professional activity, strive for self-development and self-education. They must be able to work with information, be active participants in the educational process. They must not be afraid of making mistakes and expressing their opinions. A creative approach involves creating the atmosphere favorable for learning. It excludes criticism and provides opportunities for students to be confident in themselves and not to be afraid of mistakes. Constant use of creative tasks diversifies traditional classes. Introduction a creative approach in the educational process allows teachers to support initiatives and encourage the independent work of students. It is much easier to remember new things, while receiving emotions and using various learning methods. The following actions contribute to the development of critical thinking among students: setting problems that do not have a single solution; organization of debates, disputes and role-playing games; giving the applicant the opportunity to explain the material to fellow students independently; using research projects; encouraging the student to read and search for new sources of information. Conclusion. Creative learning environment is characterized by comfortable conditions for revealing the individual abilities of each person, tolerance and mutual respect. Creative approach to learning contributes to the professional training of a creative and highly specialized doctor

The purpose of this study is to explore the role of visualization of histological tasks in improving the quality of knowledge, abilities, and skills of medical students by summarizing the work experience of the Department of Histology, Cytology, and Embryology. In the field of higher medical education, the discipline of "Histology, Cytology, and Embryology" is crucial as it forms the foundation of students' understanding of the microscopic and functional morphology, structure, development, and regeneration of human cellular, tissue, and organ systems. However, first-year medical students often struggle with the vast amount of information presented to them. To optimize the teaching of this discipline and enhance the quality of students' knowledge, modern teaching methods and technologies are employed, including the use of microscopes with video apps, multimedia projectors, and educational resources that take advantage of digital technologies. The staff of the Department of Histology, Cytology, and Embryology has also created educational resources that broaden the possibilities of digital technologies for visualization of microscopic structures: collections of photomicrographs of histological preparations and electronograms, multimedia presentations, educational films, animated videos and Internet resources (computer training programs, electronic atlases, etc.). Students complete visualized tasks for the diagnosis of histological preparations by establishing correspondence between digital markings of structures on images of micro-samples and proposed lists of histological structures, or by diagnosing drugs through determining their colour and histological structures. These visual tasks expand the possibilities of studying histology, cytology, and embryology, eliminating randomness in assessing students' knowledge, abilities, and skills. In practical histology classes, moulages of histological preparations, structures of human embryonic development, facial development, teeth, and their supporting apparatus, thematic stands, and wet preparations are used to enhance the visualization of histological structures. By visualizing histological samples and tasks in practical classes, students can better assimilate educational material and acquire the skills necessary for differential diagnosis based on the analysis of microsamples. The experiences of the Department of Histology, Cytology, and Embryology can serve as an example of the positive impact of this approach on the quality of medical education.

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